Proposal Title
Moving Toward Cultural Relevance: Fostering Reflexivity in Teacher Candidates
Abstract
In order to better prepare teacher candidates to meet the needs of all learners, diverse field experiences are critical (Cochran-Smith, Davis, & Fries, 2003; Delpit, 2012; Hollis & Guzman, 2005; Sleeter 2001; Sleeter, 2008). This article describes a study investigating teacher efficacy before, during, and after a summer field experience. The teacher candidates worked for four weeks in a university-based literacy center with readers performing below grade level in reading who received free/reduced lunch. The findings of the study indicate that teacher candidates became more culturally relevant, developed as active listeners, began questioning their own deficit beliefs, and learned the importance of building relationships with students. The teacher candidates sense of efficacy increased in 20 out of 24 categories.While these gains first seemed impressive; analyzing themes revealed "drive by approaches" (Guillory, 2012) and a refusal to interrogate biases when teacher candidates worked with "other people's children" (Delpit, 2006).
Keywords
field experiences; teacher education; reading education; culturally relevant pedagogy; summer bridge programs
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Adams, Megan and Rodriguez, Sanjuana, "Moving Toward Cultural Relevance: Fostering Reflexivity in Teacher Candidates" (2018). Georgia Educational Research Association Conference. 35.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/35
Moving Toward Cultural Relevance: Fostering Reflexivity in Teacher Candidates
In order to better prepare teacher candidates to meet the needs of all learners, diverse field experiences are critical (Cochran-Smith, Davis, & Fries, 2003; Delpit, 2012; Hollis & Guzman, 2005; Sleeter 2001; Sleeter, 2008). This article describes a study investigating teacher efficacy before, during, and after a summer field experience. The teacher candidates worked for four weeks in a university-based literacy center with readers performing below grade level in reading who received free/reduced lunch. The findings of the study indicate that teacher candidates became more culturally relevant, developed as active listeners, began questioning their own deficit beliefs, and learned the importance of building relationships with students. The teacher candidates sense of efficacy increased in 20 out of 24 categories.While these gains first seemed impressive; analyzing themes revealed "drive by approaches" (Guillory, 2012) and a refusal to interrogate biases when teacher candidates worked with "other people's children" (Delpit, 2006).
